Homelearning Policy

Date
Written by / Angela Clarke
Adopted by Trust Board
Adopted by LGB
Review Date
Consulted with NJCC

LOWER MEADOW PRIMARY SCHOOL

POLICY FOR HOMELEARNING

Written: June 2010

To be reviewed:June 2012

Rationale:

A good well managed homelearning programme helps children develop the skills and attitudes they will need for successful lifelong learning. Homelearning also supports the development of independent learning skills and provides parents with an opportunity to take part in their children’s education.

The purpose of homelearning:

  • To provide parents with an opportunity to share in their child’s learning.
  • To communicate to parents their child’s literacy and numeracy targets and to work towards reaching these targets.
  • To enable children to become independent learners, helping them develop the self confidence and self discipline needed to study on their own, and preparing them for the requirements of secondary school.

Features of good homelearning practice:

  • Staff and pupils regard homelearning as an integral part of the curriculum - it is planned and prepared for alongside all other programmes of learning.
  • The foundations of effective homelearning practices are established early on and develop progressively through the key stages.
  • Homelearningtasks are differentiated and are appropriate to the needs of individuals.
  • Homelearning is marked according to the school marking policy, it is acknowledged and praised.
  • The quality of completed homelearning is monitored and reviewed at regular periods in consultation with pupils and parents.

Special Educational needs:

Children with hearing impairment will tend to be set homelearning by the Hearing Unit staff.

Class teachers and unit staff will work collaboratively to ensure that homelearning is set so that those children with hearing impairments can engage, and be challenged by it appropriately.

Recommended time for homelearning:

The Government’s recommended time allocation is as follows;

Year 1-2 1 hour per week

Year 3-4 1.5 hours a week

Year 5-6 30 minutes a day

Home reading:

We have an expectation that all children read each night, initially to parent’s /carer’s then as fluency develops independently.

As a school we value the contribution children and parents make with home reading.Class teachers are responsible for monitoring this and should establish a reward system with pupils in order to encourage pupils to read at home.

Homelearning book:

In K.S.1 and 2 we use a homelearning book (Y5/6 have one for literacy and one for numeracy) for children to work in.

Parents should be aware of days homelearning is set and when it must be returned.

Teachers should attach pupil’s literacy and numeracy targets to the front cover of the book and update these as targets are met. It is recommended that individual teachers use their own system to reward children for their hard work and for meeting targets.

Equality for all children:

It is important that a record is kept of the frequency that children read and complete their homelearning activity. Rewards and praise will promote high standards and consistent practice. Parents of children that regularly do not return their homelearningshould be informed, initially by the class teacher, either verbally or by letter (Staffshare Homelearning).

A member of the senior leadership team will contact parents if homelearning is still not returned.

Continuity and progression throughout the school:

Foundation 1-2

Daily reading. A weekly word and sentence level or handwriting task.

Children learn to read and spell familiar words from balloon, kite and rocket symbols.

Years 1,2,3,4

Daily reading. A weekly literacy or numeracy task linked to each child’s target.

Year 5.

Daily reading. A weekly literacy and numeracy task linked to each child’s target.

Year 6.

Daily reading. A weekly literacy and numeracy task linked to each child’s target.

Completition of commercial revision books.